KSSR ENGLISH YEAR 5 Short stories

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Title
Author
Illustrator
Publisher

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Blurb
ISBN

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Elements
of a
Short Story
Theme
Setting
Plot
Point of
view
Characters
Elements of a Short Story

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Let’s Explore the Story
Setting
The place and
time where
the story took
place.
The story takes place mainly in
the classroom. Apart from that,
the story also takes the readers
to the main character’s home
and several of the town’s
landmarks namely the public
library, the ice-cream parlour
(“Mr.Gelati”) and a pizza joint
(“Pizza Shack”).

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Let’s Explore the Story
Characters
The people or
animal in the
story.
Joel
Joel’s new teacher
Yuki
Tom
Natalie
Ben
Anastasia Olivetti
Gran
Mum
Mr. Gelati

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Plot
Plot is the
sequence or
order of events
in the story.
CHAPTER 1: A VERY BORING HOLIDAY
Joel was back to school after the holidays. His new
teacher wanted the class to write about their holidays.
Everyone shared their exciting holiday adventure. Joel
felt sad that he had the most boring holiday ever. All of
his classmates set off to write at least a page about their
holiday, leaving Joel wondering.
Synopsis
CHAPTER 2: MAKING IT UP
Joel’s teacher approached him and asked him about his holiday. Joel
repeatedly told his teacher that he did not do anything fun during the
holidays but his teacher persistently encouraged him saying that he can
write an essay, he can even make it up and she walked away. That’s
when Joel decided that maybe he can actually come up with an
interesting piece. He then started recalling all the activities he did
during the holidays with his sister, Natalie and his grandmother.

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CHAPTER 3: SOMETHING WEIRD HAPPENS
Although his teacher was happy with his work, Joel felt sad and wished that
his holiday was indeed as exciting as he pictured it in his essay. Joel’s teacher
again asked her students to prepare another write up about a pet they would
like to have. Joel ran out of idea as he had used up all his imagination for his
previous work. He kept his homework away and did not think about it.
During the weekend, on Saturday, Joel, his mother and his sister, Natalie went
to the shops and library. They entered the library and saw a crowd of people.
Joel saw his favourite author, Anastasia Olivetti, just like in his imagination.
The author recognized Joel and thanked him for his idea.
Synopsis
CHAPTER 4: MORE WEIRD THINGS HAPPEN
After the library, they headed to Mr. Gelati’s ice-cream shop. To his surprise,
the shop was crowded with customers. Mr. Gelati saw Joel and ran toward
him and acknowledged him as the inventor of his new ice-cream, Joel’s Jelly
Baby Freeze. Again, just like in his imagination. Joel’s mother brought them
to the pizza shack. The manager of Pizza Shack welcomes Joel and his
family to the shop as Joel is the winner of the pizza-for-a-year. They enjoyed
the pizza. When he went home, he thought about what happened earlier.
He realized that it all started when he told his teacher he had nothing to
write about. Joel’s mother reminded him to finish up his homework. Joel’s
started on his homework and he imagined. He imagined having a horse….or
a crocodile….or even a dinasour….

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Theme
The main idea
in the story
expressed as a
generalization.
Motivation
Determination
MORAL VALUES IN THE
STORY
Determination
Diligence
Helpful

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STAGES IN WORKING WITH A TEXT
BEFORE READING
WHILE READING
AFTER READING
What do you do before getting
your pupils to read the story? Name some
activities.
Name activities which you will
conduct while dealing with the story
with your pupils in class.
should
engage
your
pupils
What kind of activities would
you carry out after reading the
text?
beyond
the story

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Introductory Lesson(s)
• Describe the general features of the book cover:
title of the story
picture of the main characters
author’s name
illustrator’s name
the blurb
ISBN number
• Ask pupils to talk about the story based on the cover.
• Elicit responses through Wh- questions. For example:
What can you see on this book cover?
What do you think is the story about?
What do you think will happen to the boy in the picture?
What will the ending be?
Why every book has the ISBN number?
Name the
stage

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Lessons
Teaching and Learning Activities as well as sample lesson plans are
found in the module.
A variety of activities have been developed to suit the differently abled
pupils.
You may adapt or adopt them for use in the classroom to engage pupils
in the learning of language.
Assessment is an important aspect of school-based assessment. You
may choose the lessons that you want to assess your pupils.
Ideally, assessment should also cover all three genres.
Assessment for learning also allows pupils’ to reflect on their own
learning by assessing their performance or giving a personal response to
the activity which they participated.

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School-Based Assessment
Sample rubrics for story telling
Beginning Developing Mastering Excellent
Content/
Comprehension
Provides very
limited
description of the
content.
Provides a
considerably fair
amount of
description of the
content.
Provides detailed
descriptions of the
content.
Provides detailed
and accurate
descriptions of the
content.
Fluency
Speech is
sometimes
halted and
disrupted.
Speech is
sometimes hesitant
with occasional
lapses.
Speech is generally
fluent with
occasional lapses.
Speech is fluent and
effortless.
Pronunciation
and Intonation
Pronunciation is
difficult to
understand.
Pronunciation is
sometimes unclear
and listeners need
to concentrate in
order to understand
the speaker.
Pronunciation and
intonation is
generally clear
with minor slips.
Pronunciation and
intonation is very
clear and easily
understood by
listeners.
Vocabulary
Limited
vocabulary and
frequently
misuses words.
Inadequate
vocabulary and
sometimes uses the
wrong vocabulary.
Adequate
vocabulary and
misuses words
occasionally.
Excellent use of
vocabulary to
convey meaning.
Grammar
Grammar and
word order errors
impede speech.
Grammar and word
order errors which
occasionally
produces obscure
meaning.
Grammar and word
order usage is at a
good level with
only occasional
mistakes.
Grammar and word
order usage is at a
good level and
speaks effortlessly.

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PEER ASSESSMENT SHEET
Group Name: _________________________
How well did the group perform?
Give your opinion on how the group told the story. Place a tick in the
appropriate column.
Very Well Not too bad….. So…so….
They remembered the story line.
They told the story in the correct sequence.
They spoke fluently.
They used words correctly.
They had good expressions when telling the
story.
They worked very well with each other.
They could tell the story well.

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GROUP ASSESSMENT SHEET
Group Name: _________________________
How well did we work in our groups?
Give your opinion on how you worked in your groups. Place a tick in the appropriate column.
Criteria
Very Well Not too bad….. So…so….
We worked together.
We encouraged each other.
We gave our opinions.
We took turns to speak.
We listened to our friends as they spoke.
We were able to make eye contact.
We were able to complete the task on time.
We were able to work out our differences.

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MY REFLECTION
My name is _______________________
The topic for today is:
Did you enjoy doing the activity? Circle or colour the face.
Yes No Not So
Did you like working with your friends? Circle or colour the face.
Yes No Not So
What I learnt today?
Circle the face that shows how you feel about the activity.
Very Happy Happy Sad Worried Angry
What do you want to tell your teacher?

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